Background: While integrated curricula have become a global standard in undergraduate medical education (UGME), their implementation in Low- and Middle-Income Countries (LMICs) is often hindered by unique socio-economic and institutional constraints. Current literature frequently reports these challenges in isolation, lacking a systemic synthesis of the implementation process in resource-constrained settings. Objective: This scoping review aims to systematically map the existing empirical literature on the implementation of integrated UGME curricula in LMICs. Specifically, it seeks to identify reported implementation challenges, examine similarities and context-specific variations across different settings, and highlight gaps in the current evidence base. Methodology: The review follows the methodological frameworks of Arksey and O’Malley (2005) and Levac et al. (2010). A comprehensive search was conducted across five electronic databases: PubMed, SciVerse Scopus, Web of Science Core Collection, EBSCO MEDLINE Complete, and ERIC, covering the period from January 2010 to December 2025. Research Questions: What types of implementation challenges are reported during the implementation of integrated UGME curricula in LMICs? What similarities and context-specific variations in implementation challenges are reported across different LMIC settings? What gaps exist in the current literature regarding the implementation of integrated UGME curricula in LMICs? Inclusion Criteria: The review includes original, peer-reviewed research articles published in English that focus on the implementation of undergraduate medical curricula with explicit integrative features (horizontal, vertical, or systems-based) within LMIC contexts. Anticipated Outcomes: The review identifies six primary thematic categories of challenges: resource and infrastructure constraints; governance and organizational barriers; faculty development needs; assessment challenges; curriculum integration issues; and training setting constraints. The findings will provide a consolidated evidence base to guide policy-makers and educators in operationalizing curriculum reforms in LMICs.
Nadeem Razaq (Thu,) studied this question.